원문정보
초록
영어
The purpose of the study was to investigate the relationship between kindergarten teachers’ math-teaching anxiety (MA), constructivist educational belief (CEB), and perception of mathematics education (PME). Specifically, the moderating effects of CEB on the relationship between MA and PME were examined. The research subjects were 140 kindergarten teachers in South Korea. Self-reporting survey questionnaires were used to measure the major variables. The descriptive statistical analysis and Pearson’s correlation analysis were conducted. Data were analyzed for the mediating effect between variables using PROCESS Macro methods. As a result, CEB was found to moderate the relationship between MA and PME. Moreover, the negative association between kindergarten teachers’ MA and PME weakened as CEB strengthened.
목차
1. INTRODUCTION
2. RESEARCH METHODS
2.1 Subjects
2.2 Instruments
2.3 Data Collection Procedure
2.4. Statistical Analysis
3. RESULTS AND DISCUSSION
3.1. Correlations of Kindergarten Teachers’ PME with MA and CEB
3.2. The Moderating Effects of CME on the Relationship Between MA and PME
4. CONCLUSION
ACKNOWLEDGEMENT
REFERENCES